Casual academic staff experiences in higher education: insights for academic development

ABSTRACT

There has been extensive research conducted into the plight of casual academic staff, the precarious nature of their work, their limited academic development opportunities, and their heightened risk of being positioned on the periphery of the workforce in academia. Institutions have attempted to mitigate this risk through the provision of academic development interventions at all levels of higher education. This paper builds on existing literature through a discussion of the current state of staff and academic development provided to this group in higher education. Through a critical overview of prevailing issues, the paper also prompts academic developers and leaders to reimagine employment structures in academia for facilitating the full integration of casual staff in higher education institutions.

KEYWORDS:

• Academic development
• casual academic
• higher education/university
• part-time staff
• professional development
• sessional staff

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Vivien McComb

Vivien McComb is the Senior Academic Developer in the Office of the Pro Vice-Chancellor (Learning and Teaching) at the University of Newcastle. Her research focuses on the provision of effective professional development to academics in higher education, with a particular focus on the reform context.

Narelle Eather

Narelle Eather is the Deputy Head of School in the School of Education, and Program Convenor for the Bachelor of Education (Secondary) and the Bachelor of Teaching (HPE) (Honours). She is an active member of the Priority Research Centre for Physical Activity and Nutrition at the University of Newcastle. Her research primarily focuses on pedagogy in higher education, as well as the promotion of physical activity, physical fitness, and well-being among children, youth, and adults.

Scott Imig

Scott Imig is a Senior Lecturer in the School of Education at the University of Newcastle (AU). His research and scholarship are primarily related to the preparation and support of teachers and school leaders, and school reform. He directs the leadership and management program at the University of Newcastle and spends much of his time engaging with teachers and principals in the development of quality learning environments.